Project Based Learning (PBL) - Across Disciplines and Across Cultures 14-Jun-2014
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Project Based Learning (PBL) - Across Disciplines and Across Cultures
14-Jun-2014
Authors: Pradeep Waychal, Ayano Ohsaki, Katsuyuki Ohsawa
Acknowledgments: Ashok Saraf, Anil Sahasrabudhe, Masashi Miura, Manoj Rathod, Subhash Karmarkar
ASEE (American Society of Engineering
Education) International Forum –
2014
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Outline
• Background– Requirements of Graduates– Project and Team Based Learning (PBL-TBL)
• Experiment– Team– Schedule– Project
• Feedback• Conclusion
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Requirements of Graduates
• Multi-disciplinary, multi cultural teams– Leader / Manager as well as Team Member
• Communicating effectively – across the disciplines
• Understanding the impact of engineering solutions in a global, environmental and societal context
• Source: Accreditation Board for Engineering and Technology (ABET), 'Engineering Criteria 2000,, 3rd Edition,' ( December 1997)., The Royal Academy of Engineering, 'Educating Engineers for the 21st Century', (2007)., Elaine Chapman Sally Male, 'Assessing the Generic Competencies of Engineering Graduates: Preliminary Report from an Ongoing Research Program', in Proceedings of the 2005 ASEE/AaeE 4th Global Colloquium on Engineering Education (Australasian Association for Engineering Education” 2005).
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Project and Team Based Learning (PBL-TBL)
• Panacea to develop those skills– Easy to learn higher level cognitive
processes Bunting
– Inductive methods like PBL are more effective for many learning outcomes Prince and Felder
– Innovation and entrepreneurial competencies can be reinforced through TBL Michaelsen,
– Self-efficacy due to Cross Disciplinary Team Learning (CDTL) increases Schaffer, et al.
– Cultural intelligence and global identity increased with virtual multicultural team projects Erez, et al
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Experiment
• To provide multi-cultural, multi-disciplinary project-based experience
• An element of in-person interaction between the teams was planned.
• Development of multi-cultural portal – To facilitate visits of individuals from a
culture to another • Work divided between two teams
– Japanese team to build and test requirements
– Indian team to design and develop portal.
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Teams• Japanese Faculty - Information and
Learning Technology• Japanese Students
• Indian Faculty - Information Technology and Innovation
• Indian Students – Four final year Comp Engg.
Major Engineering
Politics
Environment
Nursing
1st Grade
ー ー 1 1
2nd Grade
ー 2 ー ー
3rd Grade
1 ー 1 ー
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Schedule Activity Members and
interactionStart Date
End Date
Discussion of the requirements for
portal
Japanese team and Indian Faculty -
colocated27-Nov-13 3-Dec-13
Discussion of the Portal
Requirements
Both the teams interacting over
skype7-Dec-13
13-Feb-14
Portal Development
Indian team 15-Dec-1325-Feb-
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First Version released
Indian team 13-Feb-1413-Feb-
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Evaluate the First Version Japanese team 13 Feb 14 25-Feb-
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Develop and evaluate the
second version
Both the teams were co-located.
27-Feb-144-Mar-
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Project: Multi Cultural Portal
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Feedback from Participants
1. Would you recommend such experience to your colleagues?
2. What were your top 3 expectations from this project before you started?
3. What are your top 3 takeaways from this project?
4. Would you be willing to self-finance (for travel and logistics) your participation in such projects?
5. What are your top 3 suggestions to improve upon such multi cultural and multidisciplinary projects?
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Recommending such experience to colleagues
0
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4
6
8
IndiaJapan
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Expectations before starting the project
0
2
4
6
IndiaJapan
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Takeaways from the Experience
Inte
rnat
iona
l Exp
erie
nce
Under
stan
ding
Req
uire
men
ts
Camar
ader
ie
Cross
Discipl
inar
y
Proj
ect
0
2
4
6
IndiaJapan
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Willingness to self-finance
India Japan0
1
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Willing to Self FinanceNot willing to Self Finance
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Suggestions for Improvement of such program
0
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2
3
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IndiaJapan
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Concluding Remarks• Team and Project-based learning are essential
in engineering education– Cultural diversity and interdisciplinary nature of the
teams accentuates learning. • The experiment was immensely successful
– The first of its kind and on a smaller scale.– Highly valued the cross-cultural (international) and
cross-disciplinary experience. – Suggested more preparation for the visits - learning
other languages and more pre-visit communication.– Cross-cultural experience more prominent than the
cross-disciplinary. – Inadequate engagement in the remote phase, shorter
visits and higher syntactical divergence and semantic convergence
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Concluding Remarks• Sustain this initiative and increase scale
– The overwhelmingly positive feedback can help us enroll more number of students and faculty
• The interaction can be longer than a semester and visits can be longer than a week. – The plan could start with a visit by students from a
culture, followed by project work and could end with a reverse visit i.e. by students from the other culture.
• Experience of individuals in such cross -disciplinary, cross-cultural situations depends on many factors such as, prior experience, team composition, and task complexity, and requires to be analyzed leading to maximized learning for each individual.
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Project Based Learning (PBL) - Across Disciplines and Across
Cultures
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Thank You!